Language Assessment in Higher Education: Challenges and Consequences

Abstract

Several research studies have reported that language assessment carried out at higher education institutes in Pakistan are far from satisfactory. However, they have not addressed the challenges causing these weaknesses. The present research, therefore, is an attempt to gain insight into the reasons of and the resulting consequences for these unsatisfactory assessment practices. The study followed a qualitative approach to develop a detailed understanding of the challenges and the ensuing consequences. Thirty teachers from higher education institutes were selected as a sample using purposive sampling. The data were collected through semi-structured questionnaires, in-depth interviews and examination papers. The findings indicate that teachers-cum-assessors face multiple challenges in language assessment. These challenges arise from various factors such as practicality, learners, test design, institutional obligations and teachers themselves. Although, the teachers employ several strategies to cope with the challenges, their negative impact is evident on the assessment practices in terms of selective skills and subskills as well as limited choice of test tasks. Assessment has a strong impact on language teaching and learning and the challenges in assessment hamper the language teachers from designing useful assessment. Therefore, by addressing the potential barriers, language assessment practices can be reshaped for conducive language learning and teaching. The results also emphasize the need to enhance language teachers’ assessment literacy through training and professional development programs.